Exploring Preservice Elementary Teachers’ Mathematical Knowledge for Teaching

Abstract

Mathematical knowledge for teaching is a construct currently explored in research and is found to be one of the best predictors of student achievement in mathematics. This study assessed the readiness and characterized student teachers’ mathematical knowledge for teaching elementary mathematics. Data were collected through a teacher-made instrument measuring mathematical knowledge for teaching which consists of the domains common content knowledge, specialized content knowledge, knowledge of content and students and knowledge of content and teaching. Results of the study show that these pre-service teachers have very low performance in the test, an indication that they were not adequately equipped with the subject matter and pedagogical content knowledge needed for teaching elementary mathematics. In the light of the findings of the study, future elementary mathematics teachers should take courses that will help them acquire the subject matter and pedagogical content knowledge needed for teaching the subject during their teacher preparation program.

Keywords: Mathematical knowledge for teaching, subject matter knowledge, pedagogical content knowledge, pre-service teachers, elementary mathematics

DOI: 10.7176/JEP/10-12-08

Publication date: April 30^th 2019